LIBRARY OF CONGRESS. 5 






t UNITED STATES OF AMERICA, f 



>j 



l/Mop- 



KEY 



TO 



CLARK'S 

NOKMAL GEAMMAE: 



THE ANALYSES OF THE SENTENCES 
IN THE GRAMMAR 



ARE INDICATED BY 



DIAGRAMS, 



And the Examples of Grammatic Fallacies 
are Corrected. 

\X<x x^f< ^ ^"teJft Jf JUa, TAJ , 



NEW YORK: 
A. S. BARNES & CO., Ill & 113 WILLIAM STREET. 

SOLD BY BOOKSELLERS, GENERALLY, THROUGH- 
OUT THE UNITED STATES. 

1872. 




Entered according to Act of Congress, in the year 1872, 

By S. W. CLARK, 

In the Office of the Librarian of Congress, at Washington. 



LC Control Number 




tmp96 027681 



STATEMENT. 



The author of Clark's Grammar is in the al- 
most daily receipt of letters from teachers in dif- 
ferent parts of the country, requesting the solution, 
in Diagrams, of some of the more intricate senten- 
ces in the Grammar. 

Teachers educated in the old S3 7 3tems and 
methods, very naturally find themselves embar- 
rassed in some of their first attempts at instruction 
in this. Besides, Diagrams, serving as they do to 
dissipate the vagueness and mysticisms of the old 
methods, require the teacher as well as the pupil 
to "define his position" on all questions of analysis. 
Thought is thus aroused, discussions and often dis- 
putes started, and, as a very natural consequence, 
appeals are made to the author. 

To make this personal correspondence more gen- 
eral, and in compliance with the requests of many 
teachers, this Key is prepared, and is respectfully 
submitted to teachers by their co-laborer, 

THE AUTHOR. 



SUGGESTIONS TO TEACHERS. 



Having been frequently requested by teachers 
who use Clark's Normal Grammar to give my 
method of conducting class exercises, I devote a 
few pages here to that object. 

The first steps in analysis are given in the 
Grammar, pp. 36, 87, 88. I devote from three to 
six lessons to these "Introductory Exercises" — 
using the sentences on pp. 37, 38 — before requiring 
the pupils to learn the definitions. Then, ichile 
committing to memory the definitions in Part Z, the 
class enjoy frequent repetitions of these enlivening 
exercises — analyzing all the sentences in the " Ex- 
amples " as they occur. 

After the class have had sufficient practice in an- 
swering common-sense questions like those in the 
"Introductory Exercises," I bring them to the more 
rigid exercise of systematic analysis, combined with 
a review of definitions. 

I give below a few examples of my 

CLASS-ROOM EXERCISES. 

First Model. — First Exercise. 

" The class may turn to page 86." 
" Alfred, what is the Subject of that Sentence?" 
Alfred. — " God" is the Subject. 
" Why do you think so ?" 

Alfred. — Because that is what the poet talks 
about. 



SUGGESTIONS TO TEACHERS. 



" What is the Predicate ?" 

Alfred. — "Moves," for that word tells what 
God does. 

"What is the Object ?"/ 

Alfred. — The Sentence has no Object; it is in- 
transitive. 

M What are the Adjuncts of the Subject?" 

Alfred. — The Subject has no Adjuncts. 

" What are the Adjuncts of the Predicate?" 

Alfred. — " In a mysterious way," which tells 
how God moves, and " To perform his wonders," 
which tells wherefore God moves. 

"Mary, you may analyze the next Sentence. 
What is the Subject?" 

Mary.— The Subject is "He." 

*' What is the Predicate?" 

Mary. — There are two Predicates — "plants" and 
" rides ;" for those words tell what He does. 

" What is the Object of 'plants?' " 

Mary.—" Footsteps," for that word tells what He 
" plants." 

** What is the Adjunct of 'plants?' " 

Mary. — " In the sea," for it tells where He plants 
footsteps. 

k> What Adjunct of* footsteps?'" 

Mary.— k His," for that word tells whose foot- 
steps. 

11 What Adjunct of * rides?' " 

Mary. — kv Upon the storm," for those words tell 
where He " rides." 

First Model. — Second Exercise. 

" The troubled ocean feels his steps, 
As he strides from wave to wave." 

" Charles, what is the Subject of this Sentence ?" 
Charles. — ** Ocean" is the Subject, for that w T ord 
tells what the author talks about. 



SUGGESTIONS TO TE AC HERS. 



"What is the Predicate?" 

Charles. — The Predicate is "feels," for that word 
tells what the ocean does. 

" What is the Object?" 

Charles. — The Object is " steps," for that word 
tells what the ocean feels. 

kk What Adjuncts of ' ocean ?' " 

Charles. — The Adjuncts of ocean are u the" and 
" troubled." 

" What Adjunct of 'feels?' " 

Charles. — "As he strides from wave to wave," 
for that sentence tells when the ocean feels his 
steps. 

w What Adjunct of ' steps? 7 " 

Charles. — "His," for that word tells wlwse steps. 



" Class, what kind of sentence is this ?" 
[Many hands are up.] 

" Cora, you may tell us." 

Cora. — It is a Complex Sentence y for it consists of 
a Principal Sentence, " ocean feels steps," and the 
Auxiliary Sentence, ct as he strides." 

" Of what class is the Principal Sentence?" 

Cora. — It is a Simple, Transitive Sentence. 

" Of what class is the Auxiliary Sentence?" 

Cora. — It is Simple, Intransitive. 

" What is its office in the Auxiliary Sentence ?" 

Cora. — It is Adverbial, for it modifies the verb 
" feels." 

I sometimes vary this method by requiring the 
pupil to repeat the appropriate definition after every 
answer to my questions. Thus : 

"What is the Subject of this Sentence?" 
Charles. — "Ocean," for it is "that of which 
something is asserted." 



SUGGESTIONS TO TEACHEKS. 



After the definitions have been well reviewed, I 
introduce 

A SHORTER METHOD. 

I place the following sentence on the blackboard. 

" Willie, read and analyze the sentence." 

Willie. — " When Freedom from her mountain height 
Unfurled her standard to the air, 
She tore the azure robe of night, 
And set the stars of glory there. 1 ' 

Subject—" She." 

Predicates — " tore " and " set." 

Objects— Of " tore," lk robe ;" of " set," " stars." 

Adjuncts of the subject — Not any. 

Adjuncts of the predicates — 

" Wh n freedom from her mountain height 
Unfurled her standard to the air,' 1 

and " there." 
Of the 1st Object — " the " and " azure," and 

" of night." 
Of the 2d Object—" the," and "of glory." 
" Eva, you may analyze the Auxiliary Sentence." 

Eva. — " When Freedom from her mountain height 
Unfurled her standard to the air. 11 

The Subject — " Freedom." 

The Predicate — " unfurled." 

The Object— "standard." 

Adjuncts of the Subject — Not any. 

Adjuncts of the Predicate — "from her mountain 
height/ 1 and "to the air." 

Adjuncts of the Object—" her." 

"When" introduces the sentence, connecting it 
with its Principal Sentence, and indicating that it 
is an adverb of time. 



SUGGESTIONS TO TEACHERS. 



It will be noticed that in the above exercises we 
have not analyzed the Phrases. 

I do not separate the words composing a phrase 
until the class have thoroughly learned their com- 
bined office as an individual element in the struc- 
ture of a sentence. 

I now introduce one more exercise in which the 
phrases also are analyzed. Because this method 
brings us ultimately to the distinct words of which 
a sentence is composed, I call it 

ULTIMATE ANALYSIS. 

" Class, turn to page 46 of the Normal Grammar." 

" Anna may give a complete analysis of sentence 

4." 

Anna. — " Sweet was the sound when oft, at evening's close, 

Up yonder hill the village murmur rose." 

The Subject — ''sound." » 
The Predicate — " was sweet." 
The Object— Not any. 
Adjunct of the Subject—" the." 
Adjunct of the Predicate — 

" When oft, at evening's close, 
Up yonder hill the village murmur rose." 

Elements of the Adjunct Sentence — 

The Subject — "murmur." 

The Predicate — " rose." 

Adjuncts of the Subject — "the," and "village." 

Adjuncts of the Predicate — "oft" and "at even- 
ing's close," and "Up yonder hill." 
Elements of the Phrase, "at evening's close" — 

The Leader—" at." 

The Subsequent — " close." 

The Adjunct— "evening's." 



SUGGESTIONS TO TEACHERS. 



Elements of the phrase, " Up yonder hill." 
The leader—' 4 Up." 
The subsequent— "hill." 
The adjunct^-" yoti&ef." 

Here we have the distinct office of each element 
in the sentence, and also the offices of the several 
elements of the auxiliary sentence, and of the 
phrases. 

Of the many methods which I have at different 
times practised, I have selected the above progres- 
sive methods as the most enlivening, interesting, and 
profitable. 

Teachers will find it convenient to place on the 
blackboard the following questions, requiring the 
pupils to answer them in order. Thus : 

Of this sentence^ 

What is the subject? « . 

What is the predicate ? . 

What is the object ? — * 

What are the adjuncts— 

Of the subject ? . 

Of the predicate? . 

Of the obj ect ? — * 



Appropriate answers to these six questions will 
amount to a correct analysis of any sentence. 

I will give specimen exercises in Parsing in the 
Appendix. See p. 77. 



37.] NORMAL GRAMMAR. 11 



37.- 

1. The sun rose on the sea. 

2. A mist rose slowly from the lake. 

3. The night passeoNiway in song. 

4. Morning returned in joy. 

5. The mountains showed their gray heads. 

6. The blue face of ocean smiled. 

7. Day declines. 

8. Hollow winds are in the pines. 

9. Darkly moves each giant bough 
O'er the sky's last ciimson glow. 

10. Nature's richest dyes 

Are floating o'er Italian skies. 

11. A golden staff his steps supported. 

12. The dying notes still murmur on the string. 

13. A purple robe his dying frame shall fold. 
3§ # 

14. At the heaving billow stood the meagre form 

of Care. 

15. Oft the shepherd called thee to his flock. 

16. The comely t-ear steals o'er the cheek. 

17. The storm of wintry time will quickly pass. 

18. Thus, in some deep retirement, would I pass 
The winter-glooms, with friends of pleasant 

soul. 

19. Then comes the father of the tempest forth, 
Wrapt in their glooms. 



9. Glow of the sky. (See Gr., p. 278, obs. 4.) 
19. Being wrapped in glooms. 



12 



KEY TO 



[38. 



38.- 

20. 



21. 
22. 

23 

21 
25 
2G 

27 

28, 

29 



S 



~i*fr?=? 



c 


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— «JEF=> 


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*20 
21 
22 

23 
24 

25 
26 

27 
28 

29 



*20. See Appendix 20 

22. See " 22 

24 See " 24 

28. See " 28 

29. See " 29 



/>&.] NORMAL GRAMMAR. 13 



3S.- 

20. Thy bounty shines in autumn, unconfined.* 
And spreads a common feast for all that live. 

21. Some in the fields of purest ether play, 
And bask and whiten in the blaze of day. 

22. On thy fair bosom, waveless stream, 
The dipping paddle echoes far, 
And flashes in the moonlight gleam. 

23. Who can observe the careful ant, 
And not provide for future want? 

24. Nature, with folded hands, seemed there, 
Kneeling at her evening prayer. 

25. The woods 

Threw their cool shadows freshly to the west. 

26. The clear dew is on the blushing bosoms 
Of crimson roses, in a holy rest. 

27. Spring calls out each voice of the deep blue 

sky. 

28. Thou'rt journeying to thy spirit's home, 
Where the skies are ever clear. 

29. A summer breeze 
Parts the deep masses of the forest shade, 
And lets a sunbeam through. 



*20. To an unconfined extent. (Gr., 22, obs. 2.) 

22. "Waveless stream" is a logical adjunct of 
" thy." (Gr., 265, obs. 2, rem.) 

24. Seemed to be kneeling there. 

29. Lets a sunbeam through them — i. e., "masses." 
(Gr., 22, obs. 2.) 



14 

38.- 
30. 



31. C 



32. d 

33. <^ 

u. c; 

35. q= 

36. c= 



37. r 



38. 
39. 

40. 

41. 

42. 



KEY TO 




<=? 





v~ 



[38. 

30 
31 

32 

33 
34 
35 
36 

37 

38 
39 

40 

41 
42 



1E5E 



31. See Appendix. 

42. See 



31 

42 



38.] NORMAL GRAMMAR. 15 



38.- 

30. The pines grew red with morning .* 

31. Sin hath broke th^worlcTs sweet peace — un- 

strung 
Th' harmonious chords to which the angels 
sung. 

32. And eve, along the western skies, 
Spreads her intermingling dyes. 

33. The blooming morning ope'd her dewy eye. 

34. No marble marks thy couch of lowly sleep ; 

35. But living statues there are seen to weep. 

36. A distant torrent fairly roars. 

37. His gray locks slowly waved in the wind, 

And glittered to the beam of night. 

38. Oft did the harvest to their sickle yield. 

39. Their furrow oft the stubborn glebe has broke. 

40. How jocund did they drive their team a-field ! 

41. How bowed the woods beneath their sturdy 

stroke ! 

42. The breezy call of incense-breathing mom, 
The swallow twittering from the straw-built 

shed, 
The cock's shrill clarion, or the echoing horn, 
No more shall rouse them from their lowly bed. 



* 30. Grew red : "red" is an adjective in predicate 

with " grew." (Gr. 280, note 3.) 
31. "Broke," for broken, by apocope. (Gr. 329.) 
35. Are seen to weep there. 
40. In how jocund a manner. (Gr. 22, obs. 2.) 



16 



KEY TO 



[43-49. 




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u v.*cr=» 



43 
44 

45 

46 

47 

48 

49 

50 
51 

52 
53 
54 
55 

56 



9. See Appendix. 
4. See 



49 

.20 and 50 



43 — 40.] NORMAL GRAMMAR. 17 



43.- 

4. Slowly and sadly they climb the distant moun- 
tains, 
And read their doWm in the setting sun. 

44.- 

3. I will never pant for public honors, 

Nor disturb my quiet with the affairs of state. 
4G.- 

4. Sweet was the sound, when oft, at evening's 

close, 
Up yonder hill the village murmur rose. 

5. The bounding steed you pompously bestride, 
Shares with his lord the pleasure and the pride. 

6. Thou had'st a voice whose sound was like the 

sea. 

7. To him that wishes for me I am always present. 
0. These lofty trees w T ave not less proudly, 

That their ancestors moulder beneath them. 

4. That all men are created equal, is a self-evident 

truth. 

5. Yet Brutus says he was ambitious. 

48.- 

4. That life is long which answers life's great end. 

5. The man of wealth and pride, 

Takes up a space that many poor supplied. 

6. Here I come to tell what I do know. 

49.- 

2. Where wealth and freedom reign, contentment 

fails. 

3. How clear to my heart are the scenes of my 

childhood, 
When fond recollection presents them to view. 



5. Steed which you bestride. (Gr. 241, obs. 1.) 

4. Equal— with equal rights. (Gr. 288, obs. 2.) 

5. That, supplied many poor people. 

6. That which I do know. (Gr. 256, obs. 3.) 

3. Scenes are dear: "dear" in predicate with "are.' 



18 



KEY TO 



[50. 




8. Existing there. 



58 
59 

60 
61 
62 
63 
64 
65 
66 
67 
68 

69 
70 
71 

72 



56.] NORMAL GRAMMAR. 19 



56. — 

1). Illuminated reason and regulated liberty shall 
once more exhibit man in the image of bis 
Maker. 
10. The hunter's trail and the dark encampments 

startled the wild beasts from their lairs. 
4.*Their names, their years, spelled by the unlet- 
tered muse, 
The place of fame and elegy supply. 
5.* Thy praise, 

The widows' sighs and orphans' tears embalm. 
5. Hill and valley echo back their songs. 
G. Then Strife and Faction rule the day. 

7. And Pride and Avarice throng the waj r . 

8. Loose Revelry and Riot bold, 

In freighted streets their orgies hold. 
10.*Here Art and Commerce, with auspicious reign, 
Once breathed sweet influence on the happy 
plain. 
2.*He heard the king's command, 

And saw that writing's truth. 
3.*For misery stole me at my birth, 

And cast me, helpless, on the wild. 
4.* That the page unfolds, 

And spreads us to the gaze of God and men. 
5.-Xow twilight lets her curtain down, 

And pins it with a star. 
6.*They fulfilled the great law of labor in the 

letter, but broke it in the spirit. 
7.*Then weave the chaplet of flowers, and strew 

the beauties of nature about the grave. 
8.*He marks, and in heaven's register enrolls 
The rise and progress of each option there. 



* These sentences are not in the Normal Gram- 
mar. See Appendix, lk Xote to Teachers." 
4. The page unfolds that. 
7. Thou weave chaplet and strew beauties. 



20 



KEY TO 



[61. 



61.- 




73 

74 

75 



77 
78 
79 

80 
81 
82 

83 
84 
85 

86 
87 
88 
89 



3. See Appendix 

4. See 
7. See 

10. See 

11. See 
15. See 



73 

78 
81 
S4 
85 



01.] NORMAL GRAMMAR. 21 



61.- 

2. " I cannot," has never accomplished anything. 

3. " I will try," has done wonders. 
4.*That friendship is a sacred trust, 

That friends should be sincere and just, 

That constancy befits them, 

Are observations on the case, 

That savor much of commonplace. 
2.*Go to the raging sea, and say, " Be still." 
3.*But tell not Misery's son that life is fair. 
4.* u And this to me ?" he said. 
5.*Csesar cried, " Help me, Cassius, or I sink." 
6.* While man exclaims, u See all things for my 

use/' 
7.*" See man for mine," replies a pampered goose. 

5. " Will you walk into my parlor?" 
Said a spider to a fly. 

6. He knew not that the chieftain lay 
Unconscious of his son. 

10.*He shouted but once more aloud, 

" My father ! must I stay ?" 
11.* We bustle up with unsuccessful speed, 

And in the saddest part cry, " Droll, indeed !" 

7. Then Agrippa said unto Paul, "Almost thou 

persuadest me to be a Christian." 
8« A celebrated writer says, "Take care of the 

minutes, and the hours will take care of 

themselves." 
14.*The little birds, at morning dawn, 

Clothed in warm coats of feather, 
Conclude that they away will roam, 

To seek for milder weather. 
15 *I tell thee thou art defied. 



[01—65. 




T&-^>-U^p 



2. See Appendix 90 

3. See " 91 

2. See " 94 

3. See " 95 

7. See " 99 



61 — 65.] NORMAL GRAMMAR. 23 

61.— 

2.* What thou dost not know thou canst not tell. 
3.*I speak not to disprove what Brutus spoke. 
4.*Seek not to know what is improper for thee. 
5.*But here I stand and speak what I do know. 

65.— 

2. Wherefore is there a price in the hand of a fool 

to get wisdom, seeing he hath no heart to it. 

3. Yet do I feel my soul recoil within me, 
As I contemplate the dim gulf of death. 

4. If we have whispered truth, 
Whisper no longer. 

5. Speak as* the tempest does, 
Sterner and stronger. 

6. The hoaiy head is a crown of glor} r , if it be 

found in the way of righteousness. 

7. Their advancement in life and in education 

was such that each ought to have been a 
gentleman. 
8.*The sweet remembrance of the just, 

Shall flourish when he sleeps in dust. 
9.*But, when he caught the measure wild, 
The old man raised his head and smiled. 
10.*There are sumptuous mansions with marble 
walls, 
Where fountains play in the perfumed halls. 
ll.*The earth hath felt the breath of spring, 
Though yet on her deliverer's wing 
The lingering frosts of winter cling. 



* See Appendix, " Note to Teachers." 
10. Adorned with marble walls. 



24 



66.- 



KEY TO 



1. CI 

2. 



4. 
5. 

6. 

7. 



c 


X 


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[66. 

104 
105 
10G 
107 



9. 




2. See Appendix 105 

4. See " 106 

5. See " 107 

9. See " 108 



66.] FORMAL GRAMMAR. 25 



66.- 

1. If } r ou would know the deeds of him who chews, 
Enter the house of God, and see the pews. 

2. The man that dares traduce because he can 
With safety to himself, is not a man. 

4. The time will come when all will have been 
said that can be said to exalt the character 
of any individual of our race. 
o. Mysterious are his ways, whose power 
Brings forth that unexpected hour 
When minds that never met before, 
Shall meet, unite, and part no more. 

6. My heart is awed within me when I think 
Of the great miracle that still goes on, 

In silence, round me. 

7. When we consider carefully what appeals to 

our minds, and exercise upon it our reason — 
taking into respectful consideration what 
others say upon it — and then come to a con- 
clusion of our own, we act as intelligent 
beings. 

8. Before we passionately desire what another 

enjoys, we should examine into the happi- 
ness of its possessor, 

9. With what loud applause didst thou beat hea- 

ven with blessing Bolingbroke, before he 
was what thou would'st have him be ! 



4. The time — what time ? 

5. Hour — what hour. When minds shall meet, 

unite, and part no more. (Gr. 310, Ex.) 



26 



KEY TO 



[168. 



168. 



4. t 
0. c 



res- 



fe: 



3115 



THJO^. ( 



112 

113 



<^ETTSep 



=> 114 




W^ 



6. C 



S 



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122 



4. See Appeistdix 112 

5- See - 1 13 

6 - See « 122 



168.- 

4. The chief fault of Coleridge lies in the style, 

which has been justly objected to, on account 
of its obscurity, general turgidness of diction, 
and a profusion of new-coined, double epi- 
thets. 
0. Southey, among all our living poets, stands 
aloof, and " alone in his glory ;" for he alone 
of them all has adventured to illustrate, in 
poems of magnitude, the different characters, 
customs, and manners of nations. 

5. To him, who, in the love of nature, holds 
Communion with her visible forms, she speaks 
A various language. 

6. For his gayer hours 

She has a voice of gladness, and a smile . 
And eloquence of beauty; 

7. And she glides 
Into his dark musings, with a mild 
And gentle sympathy, that steals away 
Their sharpness, ere he is aware. 

204.- 

1. That we differ in opinion is not strange. 

2. How he came by it, shall be disclosed in the 

next chapter. 
205.— 

2. There is no union here of hearts, 

That finds not here an end. 

3. Were this frail world our final rest, 
Living or dying none were blest. 

4. Thus star by star declines, 

Till all are passed away ; 

5. As morning, high and higher shines 

To pure and perfect day : 

6. Nor sink those stars in empty night, 
But hide themselves in heaven's own light. 



28 



KEY TO 



[198. 



198.- 

2. 

3. 
4. 
4. 
5. 
6. 
7. 
8. 
9. 

10. 
11. 

12. 

13. 
14. 

15. 

16. 



^^^G 



u > 



y= u=> 



i — ' J <-. IP CZZJ 



123 

124 
125 
126 

126 
127 
128 
129 
130 




T^ 



= < ( = x ^ 136 



IF 5 



137 



198.] NORMAL GRAMMAR. 29 



2. My sister and /were both invited, (a) 

3. We have not learned who else were invited. 

4. Scotland and thou did each in other live, (a) 

5. Tell me in sadness who is she you love.* 

6. He whom I most loved fell at Gettysburg, (b) 

7 . Those are the boys we saw. 

8. The rustic's sole response was, " Those are my 

sentiments." (c) 

9. Hast thou been to the yearly meeting? 

10. John and I go to the same school. 

11. Mother, do you care if we girls have a little 

dance in the parlor ? (Gr. 200, obs. 5.) 

12. Anna says that she and I can never learn 

much unless we study evenings, (d) 

13. Shall you and I take a walk in the grove? 

14. You are the masters, and not I. 

15. He will in no wise cast out whosoever cometh 

unto him. 

16. He feared his men would be cut off, who he 

saw were off their guard, (e) 



* In the diagrams, the mark (x) indicates that 
the word belonging there is understood. 

(a) See Gr. p. 200, obs. 2. 

(b) " 259, obs. 1. 

(c) " 232, foot-note. 
{d) " 305, obs. 9. 
(e) " 244, obs. 5. 



30 



KEY TO 



[198. 



198.- 
17. 



18. 
18. 
19. 

20. 
214. 



T^TE5Tfa_ 



^ 



'&=*=> 



^ 



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1. 

2. 



XS 



fc*= U= 



"CE 



3. C 



^^ 



5. C 



~o^> 



li=>U= 



G. C 

7. C 

8. C 



~1 



9. C 



u=r^ 



138 

139 
139 
140 

141 

142 
143 

144 
145 
146 
147 

148 

149 

150 



198—214.] NORMAL GRAMMAR. 31 



198.- 

17. Whosoever will compel thee to go a mile, go 

with him twain. (Gr. 305, obs. 9.) 

18. We are to blame, and not the}'. 

19. The king of the Samaritans, who we may- 

imagine was no small prince, restored the 
prisoners. (/) 

20. I know not who else are expected. 

See page 213, Note 5. 

1. A severe reprimand has been given to Silas by 

the teacher. 

2. A horse and carriage were pj'esented to our 

minister. 

3. Since then very good advice has been given to us. 

4. My opinion on that subject has often been asked. 

5. A hundred dollars were given to William to test 

his economy. 

6. That stoiy was told to me when I was a little 

boy. 

Progressive Form* — {See Note 6.) 

7. His corn icas being planted lohile John was eating 

his dinner. 

8. His barn was being raised on the day [in 

which] his hay was cut 

9. These sentences are written to show r what an 

effort is being made to confound the Active 
with the Passive Voice. u — Pray you avoid 
it" 



(/) See Gr. p, 244, obs. 5. 



32 




KEY TO 






[220. 


220.- 
1. 

2. 
3. 

4. 
5. 
6. 

7. 

8. 

9. 
10. 

11. 
12. 
13. 
14. 

15. 
16. 














151 
152 

153 j 

154 
155 

156 

157 

158 

159 

i 

160 

j 

161 
162 
163 
164 

165 
165 


C 


zx: 




h- 


— x ' — cz 


— r> 








cz 


zx: 




X 




) 






^ X_ ' C 5 


-* 






( * 


zxz 




X 




) 






c> 










^C^D 






r < — 




cz 


Z)C 




> 


r~ 


zxz 




X 




) 






C^D 










* *t 




cz 


zx: 




X 




) 




^ — 


^-^=a 


— ' 






C- 


IDC 




>— 


UEE?P= 


cz 


zxz 




) 


C^D 










c 


zx: 




X 




> 






O 














c 


zx: 


X 




) 








> 






c 


zx; 


„ 








) 




<±> 






c 


zx 


^ ' — 


c= 


< — > 




cz 


zxz 




) 

) 






a±? 


c 


X . 






CZ 


ixz 




X 




) 




- & 


^> 


=> 




} 


C x 


zxz 




fc L 








C£> 












) 


CZ" 


zxz 








=^> 









220 A NORMAL GRAMMAR. 33 



1. I wish a icere a gipsy. 

2. If I icere a teacher I icould give shorter lessons. 

3. Take care lest the boat leave before you shall 

get up. 

4. The boy looks as if he tcere discouraged. 

5. If I icere the king, I would conciliate the Com- 

mons. 

6. Will you promise obedience in future, if I am 

lenient now- future obedience. 

7. I think you ought to be more attentive to your 

studies. 

8- It seems that John has incurred the displeasure 
of the teacher. 

9. If I were a Greek I icould resist Turkish des- 
potism. 

10. If you icere in my place, you would the better 

appreciate my motives. 

11. If he is as wise as he seems, he will prove [to 

be] a good teacher. 

12. If thou send me away, I shall be miserable in- 

deed. 

13. He spoke as if he were angry. 

14. I bade him take heed lest he make life [to 

become] a failure. 

15. Watch the thoughts of th} r heart lest thou sin 

with thy lips. 

16. If I icere to decide, your hopes would brighten. 



34 



KEY TO 



[220. 




167 
168 

169 
170 



171 

172 

173 

174 
175 
176 

177 
178 
179 



13. c 



180 



220.] NORMAL GRAMMAR. 35 

1. The study of science tends to make us devout. 

2. I have a temple in every heart that owns my 

influence. 

3. I have loved this vain world too much, 

4. You will have accomplished a noble deed 

before you go hence. 

5. Who can observe the careful ant, and not pro- 

vide for future want ? 

6. May one be pardoned and retain the offence ? 

7. We will not have this man to rule over us, 

8. "Make way for Liberty ," he cried: he made 

way for Liberty, and died. 

9. Were I as rich as Crcesus [is rich], I would not 

be thus extravagant 

10. When gold comes down to par, specie pay- 

ments will be resumed. 

11. If one dollar will buy twelve pineapples, what 

will buy two pinmpptes f 

12. If pineapples were as common as apples [are 

common], would we prize them as highly ? 

13. Then turn we to her latest tribune's name. 

{Then is a conjunction,] 



'36 



IvEY TO 



[223. 



1. 
2. 



4. 
5. 
5. 

a 

7, 

7. 
8. 
& 

n. 



=(i 



r~ 


I . I 


> 




l^E?^ 




cz 


* X ) 






c±> U; >. 






' 'fctfe 




cz 


X I 


) 






^ 



D 



181 
182 

183 

184 
185 
185 



IDC t , > 186 
IXCZXZZX^ 186 




"EE 



DC 



l/c 



^^ 



D 188 
189 

D 190 

191 
191 



223.] NORMAL GRAMMAR. 37 



1. The preacher declared that God is love. 

2. During all last week I did not see George at 

school. 

8. If you go to the city to-morrow, please* call for 
me. 

4. Clara took lessons on the organ all last summer. 

5. I may go to-morrow, but I can not go to-day. 

6. Will that Alesma damage the hair? I think it 

will not. 

7. What is the diameter of the earth ? I can not 

tell [what is the diameter of the earth.] (a) 

8. When did you see Albert last? I saw him 

yesterday. 

9. Mr. Smith, will you be so kind as to help me 

work that problem ? 

10. At what hour to-morrow may we expect you 

to come ? 

11. I can not say positively. It may be nine or 

ten. (b) 



* " Please " not in diagram. See Gr. 312, Note. 

(a) Gr. 260, obs. 1. 

(b) " 305, " 9. 



38 



KEY TO 



[223. 



12. 

13. 

13. 

1. 

2, 
3. 

& 

& 

7. 
8, 

9, 

9. 
10. 

10. 
11. 

12. 
12. 



y^~ 



T^ 



TE 



182 

183 
183 
184 



^^ 185 




223.] NORMAL GRAMMAR. 39 



12. I read six books of Virgil before I went to 

college. 

13. Shall we go to-morrow or [shall we] wait 

another clay ? 

1. Respectable farmers never lie down in the field. 

2. I have no objection to your sitting down occa- 

sionally. 

3. While I was talking, Sarah rose up to leave the 

hall. 

4. I suspect you was [or were] out late last night. 

5. William has been felling trees in the maple 

grove. 

6. I would avoid it altogether if it can be avoided. 

7. Thou saicest every action. 

8. What have become of so many productions ? 

9. Ought yon to take those peaches without leave ? 

I think I ought not, 

10. He ought not to do it. Ought he ? 

11. His face shone with the rays of the sun. 

12. Would you rather go or stay ? I would rather 

go- 



40 



KEY TO 



[224. 



1. 

2. 
3. 

4. 

5. 

6. 

7. 
8. 

9. 

9. 
10. 
11. 

12. 

225.- 
1. 

1. 

2. 
3. 

4. 

5. 



C T 


X 


Z3 


i 








' 




( X 


. X 


) 


V , 


( X 


X 


) 



T^ 



^^ 



; x ~ 



^u^> 



196 

197 

198 
199 

200 

201 

202 
203 




207 



208 
208 
209 
210 

211 

212 



224.~\ NORMAL GRAMMAR. 41 



1. Julia is always chosen first. 

2. Ains worth has spoken twice and written once. 

3. The best apple was given to Anna. 

4. You ought not to have broken that chair. 
©. I saw you when you did it. 

6. I would rather have done it myself. 

7. Ernest has broken his sled. 

8. I have not been spoken to on that subject. 

9. It is ten o'clock, and my little boy Blue has 

not driven the sheep to pasture yet. 

10. I have eaten all I wish, (a) 

11. Gold has fallen ten (5) cents in ten days. 

12. I have never sung in church since. 

225.- 

1. Where are you, my boy ? Here I am. 

2. Such a clatter of sounds indicated rage. 

3. This addition of foreign words has been made by 

commerce. 

4. And many a steed in his stables was seen. 

5. There are pupils in this class whose progress 

7ias been astonishing. 



{a) All that I wish to eat. 

(b) To the extent often cents. 



42 



KEY TO 



[225. 



225.- 



0. 

7. 
8. 

9. 
10. 

11. 

12. 
13. 

14. 
15. 

10. 
17. 
18. 
19 



20. 




• ^ 



( x x 

< ^i , , } 

V I w i A ' * 



218 
219 
220 

221 
222 




y — > 



^ 



237 



225.] NORMAL GRAMMAR. 43 



6. He dares not call me coward. 

7. Dost ihou love to go to school? 

8. I arn mindful that myself am strong. 

9. I refer to this that yourself have spoken. 

10. I have read what thou sayest of our peculiarities. 

11. When thou most sw r eetly singest. 

12. Thy nature, Immortality, who knows? 

13. Who dares avow himself equal to the task? 

14. Every error I could find, has my busy muse 

employed. 

15. They prayed together much oftener than thou 

insinuatest. 

16. Simply to give alms to the poor does not con- 

stitute the sum of Christian duty. 

17. Receiving and secreting stolen goods is pun- 

ishable by our municipal laws, (a) 

18. How T the boys all escaped from drowning was 

a wonder to us all. (b) 

19. That Milton should love the dollars as he does, 

astonishes all his friends. 

20. Variety of numbers still belongs. 
To the soft melody of ode or song. 



(a) Gr., 230. 

(b) Gr , 203, obs. 17. 



44 



[226. 



226.- 




226.] NORMAL GRAMMAR. 45 



1. Neither history nor tradition furnishes such 

information. 

2. Neither Charles nor his brother was qualified 

to support such a position. 

3. Nor war nor wisdom yields our Jews (a) delight. 

4. He or his deputy was authorized to commit 

the culprit. 

5. For outward matter or event fashions not the 

character within, (b) 

6. To shoot or to be shot was (c) my only alterna- 

tive. 

7. Reading novels or lounging about the village 

is (c) alike damaging to the moral character. 

8. How could we escape, or where we were to go, 

was to be decided at once. 

9. That he is rich, or that you are poor is (c) not 

material to the question of relative happiness. 
10. Praise from a friend, or censure from a foe, 
Is lost on hearers that our merits know. 



(a) Yields delight to our Jews. 

(b) Existing within him. 

(c) See Gr., 226, Note 15, Bern. 



46 



KEY TO 



[228. 



22S.- 
1. 

2. 
3. 
4. 
5. 
6. 
7. 
8. 

9. 

10. 

1. 
2. 

3. 
4. 

5. 

6. 

7. 



DC~ 



T TE^ 



DC 



12(> ^ 
) 



xz 



DC 



=t£^~Tl 



hdee^ 



T t^P 



DC 



238 

239 
240 
241 

D 242 
243 

244 



3 245 



-^z^UbzD 



^I^B- 



U= 



DCZ 




246 

247 
246 
247 

24S 
D 249 

350 
251 
252 



228.] NORMAL GRAMMAR. 47 



(See Note 16.) 

1. A series of exercises in false grammar is intro- 

duced toward the end. 

2. The number of the names was about one hun- 

dred and twenty, (a) 

3. The number of school districts has increased 

since last year. 

4. In old English, this species of words was 

numerous. 

5. Has the legislature pow r er to prohibit assemblies? 

6. Above one-half of them were cut off before the 

return of spring. [Gr. 227.] 
7-: The greater part of their captives were sacrificed. 

8. While still the busy world are treading o'er (b) 
The paths they trod five thousand years before. 

9. Small as the number of inhabitants is, their 

poverty is extreme. 
10. The number of bounty-jumpers is enormous. 
{See Note 17.) 

1. The minority are attempting to control the 

majority. 

2. But the majority are not disposed to submit to 

its control. 
8. The rabble are prepared for any event. 

4. The peaceable people watch their action with 

anxiety. 

5. While the whole thoughtless youth are eager 

for the strife. 

6. The nobility are alarmed, and 

7. Mankind in general are apprehensive of a gen- 

eral anarchy. 

(a) In sentences like this the intransitive verb 
"too*" is more than simply " copulative." It seems 
equivalent to the verb equals. But "equals" is 
transitive. The form was equal to about (nearly) one 
hundred and twenty [names] gives the true meaning, 
and preserves the verb (was) as a copulative verb. 

(b) Which they trod at five thousand years before 
this time. 



48 

229.— 
1. 

2. 

3. 
4. 
5. 
6. 

7. 

8. 
9. 

10. 

11. 

12. 
13. 



KEY TO 




EZ3 



i3s 



C^ 


~)d 


zx~ 




) 






i 


-> 




(r-^- 


ZJCZ 


— ^ 


X 


) 



[229. 

253 
254 
255 
256 
257 
258 
259 

260 
261 

262 

263 

264 

265 



5. See Appendix 257 

9. See " 251 

12. See " 254 



229.\ NORMAL GRAMMAR. 49 



1. Are those your sentiments? 

2. Suck phenomena are not often witnessed. 

3. Were there no spiritual men then ? 

4. To him give all the prophets witness. 

5. There seem to be but two general classes. 

G. Hence arise the six forms of expressing time, 

7. There were several other grotesque figures that 

presented themselves. 

8. " Rills from the Fountain of Life ;; was pub- 

lished by Lippmcott. (c) 

9. Five times five are [equal to] twenty-live. 

10. And five times six are [equal to] thirty. 

11. Three apples [taken] from twelve apples leave 

nine apples. 

12. Three [units] added to nine [units] make twelve 
[units]. 

13. Dickens' "Household Words" is among the 

best of his works, (c) 



(c) Gr., 229. 



231.} NORMAL GRAMMAR. 51 



1. Two and two are four, and five are uine. 

2. The flax and the barley were smitten. 

3. The Mood and Tense are signified by the Verb. 

4. Every word and every member lias its due 

weight and force, (d) 

5. Each day and each hour brings its portion of 

duty. (d> 

G. No law, no restraint, no regulation is required 
to keep him in bounds, (d) 

7. Prudence, and not pomp, is the basis of Lis 

fame, (e) 

8. Not fear, but fatigue, has overcome him. (e) 

9. The President, not the Cabinet, is responsible 

for the measure, (e) 

10. Every old man, and every woman and child, 
was removed to a place of safety, (d) 



242. Two [units] and two [units] are [equal to] 
four [units] ; [four units] and five [units] are [equal 
to] nine [units]. 

See note on sentence above. 

245. (d) Gi\, 226 and 230. Exception 2. 

(e) Gr., 226 and 230. Exception 3. 



52 



KEY TO 



[231. 




^uuou^ 



15. C 



^ C *. to > 



15. 
16. 

17. 
17. 




U=r=> 



c 



18. 
18 



C X x . X 


X x 


) 


— UEEP — 






C X . 


I 


) 


— U^EP ' ' 







19. 



C 



19. C 



'V=EEP 



284 

285 
286 

287 

288 
289 
290 
291 

292 
293 
294 
295 
296 



231.] NORMAL, GRAMMAR. 53 



11. What are the latitude and longitude of Boston. 

12. Neither Anna nor Ernest has permission to go. 

13. Neither Clara nor Ruby is remarkably beau- 

tiful. 

14. One eye on death and one full fixed on heaven, 
Become a mortal and immortal man. 

15. The designer [is at fault] and not the engraver 

is at fault. 

16. Our Maker, Governor, and guide demands our 

homage, (e) 

17. Each thought Ave cherish and each word v\ T e 

utter is known to Him. (/) 

18. No vice of the heart [has ever escaped His 

notice] and no sin of the tongue has ever 
escaped His notice. 

19. Dissipation and not late hours has made him 

an invalid, (g) 



(e) Gr., 233. Exception 4. 

(/) Gr., 230. Exception 2. 

(g) Gr., 200. Exception 3. 

Dissipation has made him [to become] an invalid, 
and late hours [have] not [made him to be- 
come an invalid]. 



54 



KEY TO 



[23Z 




297 

298 
290 
800 
SOI 
802 
803 

304 

305 

306 

307 

308 

309 

310 
311 

312 
313 



7. See Appendix 303 

9. See u 305 

17. See " ' 313 



232,] NORMAL GRAMMAR. 



1. The rapidity of his movements was beyond ex- 

ample. 

2. The mechanism of clocks and watches was 

totally unknown. 

3. The past tense of these verbs is very indefinite 

with respect to time. 

4. Everybody is very kind to her. 

5. To study mathematics, requires maturity of 

mind. 

6. That they were foreigners, teas apparent in 

their dress. 

7. Coleridge, the poet and philosopher, lias many 

admirers. 

8. No monstrous height, nor length, nor breadth, 

appears. 

9. Common sense, as well as piety, tells us these 

are proper. 

10. Wisdom or folly governs "us. 

11. Nor want nor cold his course delays. 

12. Hence naturally arises indifference or aversion 

between the parties. 
18. Wisdom, and not wealth, procures esteem. 

14. No company like to confess (hat they are igno- 

rant. 

15. The people rejoice in that which should cause 

sorrow. 

16. Therein consist the force and use and nature of 

language. 

17. From him proceed power, sanctification, truth, 

grace, and every other blessing we can con- 
ceive. 



Note.— I have corrected the " false syntax ;" but 
the teacher will do well to require his pupils to 
make the corrections, and refer to the Rules, 
Notes, or Observations by which they are cor- 
rected. 




21. Go [on] barefoot. 

26. " Happy " is in Predicate with " renders." 



233.] NORMAL GRAMMAR. 57 



18. How are the gender and the number of the 

relative known ? 

19. Hill and dale do boast thy blessing. 

20. The syntax and the etymology of the language 

are thus spread before the learner. 

21. In France the peasantry go barefoot. 

22. While all our youth prefer her to the rest. 

23. A great majority of our authors are defective in 

manner. 

24. Neither the intellect nor the heart is capable of 

being driven. 

25. Neither is lie nor am I capable of harboring a 

thought against your peace. 

26. Neither riches nor fame renders a man happy. 

27. I am or thou art the person who must under- 

take the business. 

28. The quarrels of lovers are a renewal of love. 

29. Two or more sentences united together are 

called a compound sentence. 

80. If I iccre a Greek, I would resist Turkish des- 
potism. 

31. I cannot say that I admire this construction, 
though it is much used. (Gr. 218, Obs. 4.) 



233*] NORMAL GRAMMAR. 59 

32. It was observed in Chap. III. that the disjunc- 

tive or has a double use. 

33. I observed that love constitutes the whole 

character of God. 

34. A stranger to the poem would not easily dis- 

cover that this is verse. 

35. Had I commanded you to do this, you icould 

have thought hard of it. 

36. I found him better than I expected to find him. 

37. There are several faults which I intended to 

enumerate. 

38. An effort is being made to abolish the law. 

39. The Spartan admiral had sailed to the Helles- 

pont. 

40. As soon as he had landed, the multitude 

thronged about him. 

41. "Which they neither have done nor can do. 

42. For you have but mistaken me all the while. 

43. Who would not have let them appear. 

44. You were chosen probationer. 

45. Had I known the character of the lecture, I 

would not have gone. 
40. They ought not to do it. 

47. Ought I to place " wise " in predicate with 

"makes/' 

48. Whom they had set at defiance. 

49. Whereunto the righteous flee and are safe. 

50. She sits as a prototype, for exact imitation. 



02. "It was observed." What was observed ? 



<>o 






KEY TG 






[237. 


237.- 












347 

348 
349 

350 
351 

352 
353 

354 

355 
356 

357 

358 
359 
360 
361 

362 

363 


1. 


C 


X 


-W 


9, 


cz 


zzc 




x 


) 














3. 


( 


X 




zcz 


"" ~) 


4. 






L 


X 


-^ — 


A' *•*= 




0. 


cz 


X 




x 


ZZ 








li=> 






6. 


( 


X 


-^ — 


X" r 

) 

) 
) 




7. 


( 


X 






Ife Lto 


8. 


c~ 


_J^_ 








«,, 


9. 


c 


X 


v^u 


10. 


( 


X 






") 


240,— 












1. 


r 


zx; 




JC 


ID 








-"U^ 




2. 


cz 


X 




x 


ZD 








-^ 






2. 


cz 


zxz 




x 


) 


3. 


c 








■> 


K 






^— > 


J 


4 


( 


x 


lte= 


D^ 


) 


5. 


( 


X 




D 












6. 


(^z 


x_ 




X 


) 























237*] NORMAL GRAMMAR. 61 



237.- 

1. They will not go without her and me. 

2. Whom did Gertrude marry ? 

3. Vain pomp and glory of the-world, I hate you. 

4. I cannot tell ichom I saw there. 

5. I took it to be him ichom we visited at Homer. 

6. I do not remember for whom they are. 

7. There are a few who, like you and me, drink 

nothing but water. 

8. All debts are clear between you and me. 

9. And to poor us, thine enmity is most capital. 
10. We should discriminate between him who is 

the sycophant and him who is the teacher. 
240.- 

1. In these cases custom generally determines the 

correct expression. 

2. Thou canst not deny the fact, though thou wilt 

not acknowledge it. 

3. The indicative mood simply indicates or de- 

clares an event. 

4. In conjugating verbs, you should pay particular 

attention to these signs. 

5. The author, hastening to finish thewoik, appears 

to have written rather carelessly. 

6. A verb signifying action governs the accusative. 



KEY TO 



13 
14 



10. 
17. 

18. 



[245. 



1. 












c 


1 




"i 


3Gi 






1 ' 


'< 


' 




2. 


c 


* . - 


T 


) 


365 


1 J < 










( ' 


X i 




1 


366 








'■ ' v 




A. 


c 


r 


X 


) 


3G7 














u=> 




5 


c 


I 


c u4^=- 




368 
369 


6. 


( 


I 


f ^ « ,_ 




\ v . . ^ 












7, 


( 


r 


( ( k___ 




370 




( x 


X 


) 


k } 


If <Hr=^ 
















( X 


y 


i 


l -^= x ^ 


l *■ x )Y~ 


Y 


J 


_ ^ v_ ; « > 


<_ T 


X 


) 




371 

372 

373 
374 

375 

37a 

377 

378 

379 

380 

3S1 



4. See Appendix 367 

10. See " 373 

17. See " 380 



245.] NORMAL GRAMMAR. G3 



1. There thou shalt find my cousin, Beatrice. 

2. His daring foe securely him defied. 

3. The broom its yellow leafhath shed. 

4. Did I request thee, Maker, from my clay, 
To mould me man ? 

5. We may avoid talking nonsense on these sub- 

jects. 

6. I doubted their having it. 

7. Thpy say, <k This shall be," and it is. 

8. Athens found that neither art nor science could 

avail against depravity of morals. 

9. How I love to see thee, golden, evening sun ! 

10. I come to bury Caesar, not to praise him. 

11. He endeavored to prevent our being tossed 

about by every wind of doctrine. 

12. It is difficult to doubt his having seen military 

service. 

13. This goes to prove what strange creatures we 

are. 

14. The governor commands me to say that he has 

no further business with the Senate. 

15. Scaling yonder peak, I saw an eagle. 

16. Finding fault, never does any good. 

17. By opposing your going to college, your father 

abridged your usefulness. 

18. The ceremonies concluded by the doctor's say- 

ing, " Gentlemen, we will resume our studies 
at seven to-morrow." 



12. It is difficult. What is difficult ? 



64 




KEY TO 




[247- 


248. 


247.- 

1. 
2. 

3. 

4. 
5. 
6. 

7. 

8. 

9. 

10. 
248.- 

1. 

2. 

3. 
4. 

5. 

6. 

* - 395. 
The ob 
a conju 










382 

383 
384 

385 
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The diagram for this sentence is defe 
ject should have two adjuncts connect 
nction. 



247 — 248.] NORMAL GRAMMAR. 65 



247.- 

1. Whom did Albert marry? 

2. TJwse that assist me will I assist. 

3. 'Whomsoever the President fancies he appoints 

to office. 

4. Whom do you think I met this morning? 

5. We will applaud him who will place this sen- 

tence in diagram. 

6. We will visit those who call on us. 

7. The man ichom you introduced to me has called 

again. 

8. Tliee only have we met in all our wanderings. 

9. Will you let Anna and me go to the concert? 
10. I have known them from my boyhood. 

248.- 

1. The star of the west sends its last lingering ray. 

2. Look not on the wine when it givelh its color 

in the cup. 

3. No boy or girl may leave his or her seat with- 

out permission. 

4. No boy or girl here can solve that problem, 

unless he or she have assistance. 

5. No teacher should require a pupil to do what 

he cannot do. 

6. The Moon at length, apparent queen, unveiled 

her peerless light, and o'er the dark her silver 
mantle threw. 



63 key to [249. 

The following sentences (without corresponding 
diagrams) are inserted here as corrections of the 
Errors of Syntax, given in the Grammar. 
219.- 

1. Well, m} r lad, have you seen my new kite? 

2. You have- my hook and I have yours. 

3. Neither art thou such a one as to be ignorant 

of what thou art. 

4. How can you despise her who without your 

pity dies ? 

5. Can you refuse that I share in your woes ? 

6. Ere you remark another's sin, 

Bid your own conscience look within. 
250.— 

1. Will you go to the concert with Clara and me? 

2. You and John may parse that sentence. 

3. I think that Anna and Mary and I are entitled 

to prizes. 

4. Father and I and Jack caught that squirrel. 

1. Bring me those books. 

2. Only see how lho.se large trees bow r to the 

breeze. 

3. No one knows when those boys study their 

lessons. 

4. TJiose are my sentiments. 

5. Which of those houses does your father live 

in? 



(a) See Gr. 77, Obs. 3. 

(b) " 73, " 4. 



25 1.] NORMAL GRAMMAR. 



(See Note 7.) 

1. Lot any pupil put this in Diagram if he can. 

2. Each pupil may select a sentence for himself. 

3. Every true believer has the spirit of God in 

him. 

4. Every member of a family should know Ms 

duty. 

5. Every one must judge of Ms own feelings. 

6. Albert and Charles have each Ms peculiarities. 

7. Everybody has recollections which he thinks 

worthy of recording. 

8. Everybody trembled for himself or his friends. 

9. Let every student now attend to Ms own lesson. 

(Note 8.) 

10. Every mechanic and every artist had full pay 

for Ms services. (See Diagram, p. 230) 

11. If Clara or Anna will analyze this Sentence, she 

shall be complimented. 

12. Gold or silver will be paid if it is demanded. 

13. James or Henry may sweep the school-ioom if 

he is willing. 

14. I expect George or Charles will favor us with 

his company this evening. 

15. Neither poverty nor wealth necessarily secures 

happiness to its possessor. 

16. No act nor word nor thought, whether # be 

good or evil, will escape the judgment. 

252.- (Notes 9,10, 11, 12.) 

17. The Council was in session until ten, when it 

adjourned to the next day. 

18. The school was called to order at nine ; but it 

was dismissed at one. 

19. The nobility failed on every measure they pro- 

posed. 

20. The peasantry carried every measure they 

brought forward. 



68 key to [252. 



{Notes 9, 10, 11, 12.) 

21. Mankind can never exceed the limit of knowl- 

edge nature has prescribed for them. 

22. The house and barn were insured for more 

than thty cost. 

23. Candor and frankness manifest themselves in 

his countenance. 

24. The committee were unanimous on every meas- 

ure which they considered. 
254.- (See Note 13.) 

1. Oar new teacher, w T ho teaches algebra, will call 

here to-night. 

2. We called on Sarah, who gives lessons on the 

guitar. 

3. John is the boy that takes all the prizes. 

4. My banks are furnished with bees. 

1. Anna loves to study, but Sarah is ever idle. 

2. Whoever believeth not therein shall perish. 

3. Whom, when they had washed her t they laid 

in an upper chamber. 
254.- {Note 16.) 

4. All pupils that have recited may be dismissed. 

5. The pupils who study grammar should speak 

correctly. 

6. The conductor introduced me to the man of 

whom you spoke. 

7. I did not meet the lady there that you spoke of. 

(Exception to Note 16.) 

8. The committee which was appointed failed to 

report. 

9. He instructed the crowds which surrounded him. 

10. The court, which gives currency to manners, 

ought to be exemplary. 

11. The nations among which they took their rise 

were not savage. 

12. The convention which was called accomplished 

nothing, 

13. Solomon w T as the w r isest king that the world 

has ever seen. 



254.] NORMAL GRAMMAR. 69 

1. They are like so many puppets which are moved 

by wires. 

2. And the ants, ichich are collected by the smell, 

are burned. 

3. He was met by a dolphin, which sometimes 

swam before him. 

4. He encountered the crowd that was going up 

the street. 

5. I have a temple in every heart that owns my 
255.— influence. 

1. Who is she thai comes clothed in robes of green? 

2. He is not the person that he appeared to be. 

3. Was it thou or the wind that shut the door? 

4. All that can be done to render the definitions 

of grammar accurate. 

5. The nominative expresses the name of the per- 

son or thing that acts. 

6. The Passive Verb denotes Action received by 

the person or thing that is its Nominative. 

7. The same ornaments that we admire in a pri- 

vate apartment are unseemly in a temple. 

8. Massilon was the greatest preacher that modern 

times have produced. 

9. One of the first that introduced it was Mon- 

tesquieu. 

10. This is the most useful art that men possess. 

11. The humming-bird is the smallest bird that is 

found in this country. 

12. The commissioner has secured the men and 

the money that he contracted for. 

13. The same men that stole the horse obtained the 

reward offered for his return. 

14. No man that I conversed with knew the cause 

of the accident. 

15. Every vine that William grafted grew vigor- 

ously. 

16. The family with which I boarded has gone to 

Kansas. 



70 KEY To [25(1. 

256.— 

1. There is no rule given by which truth may be 

ascertained. 
& That darkness of character in which we can see 

no heart. 

3. This is the very house in which he lived. 

4. By Prepositions we express the manner in which 

a thing w T as done. [reared. 

5. I have been visiting the house in which I was 

6. I do not see the means by which you will do it. 
259.- 

1. The first love which enters the heart is the last 

to leave the memory. 

2. The Military Academy which De Graff insti- 

tuted seems to be one of the most popular 
schools in the city. 

3. The boy who applies for admission to this 

school should bring a certificate from his 
former teacher. 

4. Every man whom I met contributed to the 

relief of the sufferers. 

5. The day I entered college was remarkable as 

the day when* the great meteoric shower 
first fell. 

6. Alexander continued four days in the place 

where* he was. 

7. Darius was but twenty miles from the place 

'cohere* they then were. 

8. They are right when they serve for uses for 

which they were made. 

9. To give directions as to the manner in which it 

should be studied. 

10. The book in which I read that stoiy is at school. 

11. I could not deny that he was the man. 

12. No one can doubt that grammar is a pleasing 

study. 



* See Gr. 310. 



259.] NORMAL GRAMMAR. 71 



259.— 

13. I have no doubt that you will receive the high- 

est honors. 

14. There is no question that the moon revolves on 

its axis. 
274.- 

1. John is not so tall as James. 

2. William is as tall as his father. 

3. The magnolia is more beautiful than the althea. 

4. William's ball is more nearly round than mine. 

5. Eve was fairer itian all her daughters. 

6. Eve was the fairest of all women. 

7. Eve was fairer than all other women. 

8. Nellie is the loveliest of the girls. 

9. Of all the pupils in this school, Arthur is the 

best speaker. 

10. There is no other science so practical and so 

useful as chemistry. 

11. The occupation of the teacher is more impor- 

tant than that of the lawyer. 

12. The cultivation of the heart is no less obliga- 

tory than that of the intellect. 
276.— 

1. The oldest pupil in this class is not the wisest. 

2. The proper study of mankind is man. 

8. The North and the South lines run east and 
west. 

4. The past and the present tense of that verb do 

not differ in form. 

5. The North and South lines marked on the 
277.— nmp are called meridians. 

1. Mary has not been at home these six months. 

2. The Ridge road is three rods wider than the 

Braddoek's Bay road. 

3. The surveyor's chain is four rods long. 

4. Hence it is called a four-rod chain. 

5. William exchanged three pairs of rabbits for 

ten dozens of eggs. 



72 KEY TO [2S5. 

2S5 — 

5. " Shakspeare is more faithful to the true lan- 

guage of Nature than any other writer." 

6. u Cibber grants it to be the best poem of its 

kind that was ever written." 

7. " The Christian religion gives a more lovely char- 

acter of God than any other religion ever did. 1 

8. " Of all nations, ours has the best form of Gov- 

ernment. It is, of all nations, that which 
most moves us." 

9. M The Northern Spy is a fine specimen of ap- 

ple." 

10. " Lawrence is an abler mathematician than 

linguist" 

11. " The highest title in the State is that of Gov- 

ernor." 

12. " Organic chemistry treats of the animal and 

the vegetable kingdoms. 1 ' 

13. " The north and the south poles are indicated 

on the map." 

14. M Mary, the widow of the late Col. Clark, and 

mother of the Governor, resides with us." 

15. " Substitutes have three Persons ; the First, the 

Second, and the Third." 

16. "In some cases w T e can use either the Nomina- 

tive or the Accusative, promiscuously." 

17. " I doubt his capacit} r to teach either the French 

or the English language." 



286 A NORMAL GRAMMAR. 



286.- 

18. " The passive and the neuter verbs I shall re- 

serve for some future consideration." 

19. " i?has a long and a short sound." 

20. " The perfect participle and the imperfect tense 

ought not to be confounded." 

21. " There is, however, another, and more limited 

sense." 

22. M Novelty produces in the mind a vivid and 

agreeable emotion." 

23. "Jewell, the poet, and professor of English lite- 

rature, has criticised it." 

24. " I have not been in London these five years." 

25. " If I had not left off troubling you about things 

of that sort." 

26. " They are gods of the kind that Horace 

mentions." 

27. " Many things are not what they appear to be." 

28. " The wall is ten feet high." 

29. " A close prisoner, in a room twenty feet square," 

30. M These verses consist of two sorts of rh} T mes." 

31. t( 'Tis for a thousand pounds" 

32. " I have neither John's nor Eliza's books." 

33. " James relieves neither the boy's nor the girl's 

distress." 



74 key to [287. 

34. " Which, for distinction's sake, I shall put down 

severally." 

35. " King James's translators merely revised for- 

mer translations.* 1 

36. " The General, in the name of the army, pub- 

lished a declaration." 

37. u The bill passed the House of Lords, but failed 

in the Commons." 

38. " It is curious enough that this sentence of the 

Bishop's is, itself, ungrammatical." 

39. " We should presently be sensible of the melo- 

dy's suffering." 

40. " This depends on their being more or less em- 

phatic, and on the vowel-sounds being long 
or short." 

41. " Whose principles forbid their taking 

part in the administration of the govern- 
ment." 

287.- 

42. u The group of little misses appeared most love- 

ly and beautiful" 

43. " Heaven opened wide her everlasting gates." 

44. " The poor girl feels very bad about it." 

45. " The sight appeared terrible to me." 

40. " Did not Lois look most beautiful at the lec- 
ture ? " 



202.] NORMAL GRAMMAR. 



292.— 

1. A Christian should always act benevolently. 

2. The fields look green. 

3. Some of the pupils looked sad and others glad. 

4. Never bestow your favors grudgingly. 

5. Not every one that runs a race shall win the 

prize. 

6. Every one that does not run a race shall not 

win the prize. 

7. I have always been a lover of children. 

8. Some work only for pleasure. 

9. That hat was made expressly for me. 

10. The comparative degree can be used only in 

reference to two objects. 

11. Most men dream, but not all do. 

12. But not every man is called James. 

13. I think I can not tell. 

14. Some people work only for pleasure. 

15. I have not seen any of your books. 

16. Ernest feels happy to-night. 

17. I will never disturb my quiet with the affairs 

of state. 

18. The day was very pleasant, and the wind ex- 

ceedingly fair. 



76 KEY TO NORMAL GRAMMAR. [300. 



300.- 

1. " It requires no such nicety of ear as in dis- 

tinguishing tones, or measuring time." 

2. "He mentions Newton's writing a commen- 

tary;" or, 
" He mentions that Newton wrote a commen- 
tary." 
*3. " The cause of their salvation doth not so 
much arise from their obtaining, as from 
God's exercising it." 
4 " Those wlw accuse us of denj'ing it, belie us." 

5. u The governor's veto was being written 

while the final vote was being taken in the 
Senate." 

6. " This must prevent any regular proportion 

of time's being settled." 

7. " The compiler proposed to publish that part 

by itself." 

8. " Artaxerxes could not refuse to pardon him." 

9. " They refused to do so," 

10. " On entering the cars, the seats were found 

to be all occupied." 
10b. "'We, entering the cars, found all the seats 

to be occupied." 



♦"Much" modifies the phrase "from their ob- 
taining mercy." " So" modifies "much." "Not" 
modifies " so much." Hence " Not so much from 
their obtaining mercy" modifies " doth arise." 



APPENDIX. 



APPENDIX. 



While the DiAGPtAMS indicate with sufficient pre- 
cision the author's views as to the true construction 
of the foregoing sentences, it is deemed advisable 
to add the following Remarks on some of the 
more difficult sentences, for the benefit of younger 
teachers. 

The figures on the left refer to the corresponding 
sentences in the Key. 

The letters Gr., with figures annexed, refer to 
corresponding pages in the Grammar. 

Figures without the letters Gr. refer to sentences 
in the Key. 



20. In the analysis of sentences, a word repre- 
senting a phrase of which it forms a part is to be 
construed as the whole phrase would be if fully 
expressed. (Gr., 22, obs. 2.) Hence, in this sen- 
tence, " unconfined," as a representative of the 
phrase, 'Mo an unconfined extent," is an adverb, 
used to modify " shines.'* But 



78 APPENDIX. 



In the analysis of the phrase of which it forms a 
part, " unconfined " is an adjunct of extent , under- 
stood, and is therefore, as a word, an adjective. 

22. " Stream " is a noun, independent case. (Gi\, 
204.) It is a logical adjunct of" thy," telling who 
or what is meant by that word. (Gr., 89, obs. 3.) 

24. The teacher will find frequent occasion to em- 
ploy judgment and study in the analysis of sen- 
tences which are more or less ambiguous in their 
structure. This sentence is one of many that may 
be variously rendered. Thus 

1. Nature, kneeling at her evening prayer with 
folded hands, seemed [to be] there. 

2. Nature, kneeling with folded hands, seemed 
there at her evening prayer. 

3. Nature, with folded hands, seemed [to bej 
kneeling there at her evening prayer. 

That rendering should be adopted which gives most 
clearly the sentiment of the author. On ihis point 
different minds will come to different conclusions. 

The teacher should first determine the exegesis, 
and let the pupils parse the sentences accordingly. 

28. See the last preceding Remark. 

(1.) Does the sentence, u Where the skies are ever 
clear," modify " art journeying ? " Then the skies 
are ever clear here. But that is not true. Then — 

(2.) Does that sentence describe u home ? " Does 
it state a characteristic of the " home " to which 
" thou art journeying ? " That seems to be the true 
rendering. 



APPENDIX. 



But it may be objected that " where" is an ad- 
verbial conjunction, used to introduce adverbial sen- 
tences. (Gr., 163, obs. 2.) So it does, commonly ; 
but it may iutroduce an adjective sentence when it 
describes or limits the name of a place. Thus — 

He is far from the land where las forefathers sleep. 
i.e., He is far from the land of Ins nativity. 
He is far from his native land. 

Obviously the sentence, the phrase, and the word 
alike describe land. 

29. " Through," an adverb by representation. 
(Gr.. 22.) 

49. Trees wave proudly — less proudly — not less 
proudly. 

73. Has accomplished wonderful things = wonders 
is the Object of ** has done." 

78. He said, Bo you say this to me ? 

81. See man created for mine — my use. 

84 But once more — only once more. My father, 
must I stay? is the Object of" shouted." 

85. — and cry, " That is droll indeed." 

89. I tell thee = I declare to thee. " Thou art de- 
fied," is the Object of" tell." 

90. Thou canst not tell iJiat which thou dost not 
know. (Gr., 257.) 

91. I speak not to disprove what [that which] 
Brutus spoke. The force of the negative is on the 
whole modified sentence — hence the diagram for 
the adverb "not" is beneath both the predicate 
and its adjunct phrase. (Gr., 290. 5.) 



80 AITENDIX. 



94. A price is wherefore ? " Wherefore " 

modifies "is;" and "seeing he hath no heart to 
it," limits or modifies " wherefore." A word used 
to ask a question is construed as the word which 
answers it. 

95. " Yet n is a conjunction — here, equivalent to 
" but." " [To] recoil " is an infinitive phrase, ad- 
verbial. Why is the preposition suppressed ? (Gr., 
301, note 1.) " Recoil " is a substitute for that phrase, 
and, as such, it is an adverbial adjunct of u feel," 
limiting the office of that word to one particular 
act, " recoil/' Instances are frequent in which the 
agent of an act expressed by a verb in the infinitive 
mood is the object of some other verb, of which the 
infinitive phrase is an adjunct. " We requested 
him to speak. " 

99. " And " connects the two phrases. 

102. Mansions [inclosed] with marble walls, are 
— where t (See note on 28.) 

105. That dares [to] traduce because he can [tra- 
duce]. 

100. Does the auxiliary sentence, "When all will 
have been said," &c., describe the " time " — point- 
ing out some particular era? or does it modify 
" come " — telling when it must come ? I have indi- 
cated my preference. (See remark on sentence 28.) 

107. "Hour"— what hour? (See 28) 

108. Before he was what thou wonldst have him 

be — that which the man that thou wouklst 

have him be. 



APPENDIX. 81 



1.12. " Objected to," an inelegant expression. 
" To " is a preposition in predicate. 

114. She speaks to him. 

122. Nor is a conjunctive adverb introducing the 
sentence which it negatives. 

125. Scotland and thou did live in each other, or 

120. Each— Scotland and thou — did live in the 
other. 

247.— There seem to be only two general classes. 

262. " Coleridge " is the subject — " Poet and phi- 
losopher" are explanatory words — logical adjuncts 
— used to tell which Coleridge is meant. 

2G4. "As well as " constitute a compound conjunc- 
tion. Yet this can be expanded into a complex 
sentence. Thus— common sense tells us — well — as 
well as piety tells us. 

272. —blessing [of which] we can conceive. 



PARSING. 



Teaciiers differ widely in their estimate of the 
importance of parsing exercises — some devoting 
most of the pupil's time in Grammar to Parsing, 
others, regarding this exercise of but little practical 
importance, almost wholly neglect it. 

Without entering into this discussion, I propose 
here briefly to state my practice, and some of the 
reasons for it — and the reasons first. 

As language is the proper expression of thought, 
it is obviously the teacher's first business to de- 
velop the thoughts embodied in the sentence. 
Upon this exegesis depends the proper analysis of 
a sentence. Analysis discloses the office of each 
element in the structure of a sentence; and when a 
sentence or a phrase is properly analyzed, the prin- 
cipal part of parsing it is accomplished — all that re- 
mains being a proper inquiry into the modification 
of the elements; — hence, obviously, all correct 
parsing has its foundation in analysis, and accu- 
racy in analysis can be accomplished only by arriv- 
ing at the true exegesis of the sentence. 



EXERCISES IN PARSING. 83 



' My practice, therefore, is to expound the text 
before the class by a series of questions such as are 
presented in the " Introductory Exercises" in the 
Grammar. This paves the way to correct analysis, 
to which I proceed, in the earlier stages of the 
pupil's progress — having short exercises in exposi- 
tion and analysis during the entire progress of the 
class through Parts I. and II. of the Grammar. 
Throughout the progress of the class in Syntax, I 
have frequent exercises in parsing, having analysis 
as its basis. 

At the request of many teachers, I give below a 
few examples of Class Exercises in parsing. These 
exercises are taken almost verbatim as they occur 
in the regular exercises of the classes, in which the 
errors of the pupils are exposed^ and the method of 
correcting them given. 

I use the Chart, and follow its order of arrange 
ment; and with the younger classes, I have dia- 
grams drawn upon the blackboard. 



I. Exercises in Analysis and Parsing in a Class 
of Beginners. 

" Class, turn to page 37. 

" Charles may analyze the first sentence.'" 

Charles. — The subject — 

" Not so fast. You should never attempt to analyze a 
sentence until you have first read it ; for you can not intel- 
ligently analyze a sentence until you have imbibed the 
thoughts of the author, and this you can do only by care- 



fully reading 1 the sentence ; and you should read it aloud 
for the benefit of the class." 

Charles. — " The sun rose on the sea." 

Subject — u sun." 

Predicate — u rose." 

Object — Not any. 

Adjunct of the subject—" The." 

Adjunct of the predicate — " on the sea." 
Elements of the phrase, " on the sea." 

The leader— ■" on." 

The subsequent — " sea." 

The adjunct— <l the." 

"Louisa, you may parse that sentence." 
Louisa. — "sun" is an element in the — 
"You have not commenced at the beginning. In o»- 
alyzlng a sentence, we find the subject first, wherever it 
may be, but in parsing, we take the elements in their 
order — as they occur in the text. 
Louisa. — " The" is an element in the sentence. 

Adjunct 

Primary 

Word 

Adjective 

Specifying 

Pure 
It belongs to " sun," according to Rule 7 : "Adjectives be- 
long to nouns and pronouns which they describe.'''' 

" sun " is an element in the sentence 

Principal element 

Subject 

Word 

Noun 

Common 

Third person 



EXERCISES IN PARSING. 85 



Singular number 

Subjective ca^e— to " rose,' 1 according to 
Rule 1 : " The subject of a sentence must be in the subjective 
case.'"'' 

" on" is an element in the sentence — 

" Stop a moment. Are you sure that l on r is an element 
of the sentence ? How many sorts of elements has a sen- 
tence ?" 

Louisa. — It lias " principal elements" and "adjunct 
elements." 

" Is 4 on ' a principal element of the sentence ? Is it the 
subject, the predicate, or the object ?" 

Louisa. — It is neither. It is an adjunct. 

"Is it an adjunct of the subject? Then it must be an 
adjective.' 7 

Louisa.— It is an adjunct of "rose." 

" Then it is an adverb; for adjuncts of verbs arcaieces- 
sarily adverbs." 

Louisa. — No, sir; it is a preposition. 

"Is a preposition an element in a sentence?" 

Louisa. — No, sir; it is an element in a phrase. 

"That is true. You have now corrected your own 
errors. Proceed with your parsing." 

Louisa. — "on" is an element in the phrase. 

" Let me ask you one more question, Louisa. Have you 
finished parsing the sentence V 

Louisa. — I have parsed "the" and "sun" and "rose;" 
and as you have instructed me to parse the elements as 
they occur, I was proceeding to parse the next, and that 
is "on;" and "on" is an element in the phrase, as you 
have just now allowed. 

"Certainly, L on' is an element in a phrase. But have 
you parsed all the elements in the sentence? Is there 
not an element in the sentence that tells where 'the sun 



86 EXERCISES IN PARSING. 



Louisa. — Yes, sir ; I see it now. 

" on the sea" is an element in the sentence, 

Adjunct 

Primary 

Phrase 

Adverbial 

Prepositional 

Intransitive — and belongs to **■ rose," accord- 
ing to Rule 9 : "Adverbs belong to verbs, adjectives, and 
other adverbs winch the?/ modify." 

" Very well. You may now parse the elements of the 
phrase." 
Louisa. — " on" is an element in the phrase, 

Leader 

Preposition — and shows a relation of "sea" 
to "rose," according to Rule 12: "A preposition shows 
a relation of its object to the word which its phrase qual- 
ifies:' 

" the" is an element in the phrase, 

Adjunct 

Word 

Adjective — and belongs to " sea," according to 
Rule 7 : " Adjectives belong to nouns and pronouns which 
they describe" 

"sea" is an element in the phrase, 

Subsequent 

Word 

Noun 

Common 

Third person 

Singular number 

Objective case — object of the relation expressed 

by "on," according to Rule 3 : "The object of an action or 

relation must be in the objective case." 

" Very well done. 



EXERCISES IN PARSING. 



" Clarence may analyze and parse the next sentence." 
[Clarence proceeds, and is allowed to correct his own 
errors as they occur. 

Thomas, Henry, and Frank take each a sentence, and 
succeed quite as well as Louisa, because, having given 
good attention, they have profited, by her errors.] 



II. Exercises of Parsing by a more Advanced 
Class. 

" Class, turn to page 65. 

"Robert may analyze sentence 1." 

Robert. — " The troubled ocean feels his steps, 

As he strides from wave to wave." | 

Subject — " ocean." 
Predicate — " feels. " 
Object—" steps." 

Adjuncts of the subject — " the" and " troubled." 
Adjunct of the predicate — "As he strides from wave to 
wave." 
Adjunct of the object — " his." 

" Each pupil may parse two elements. 

"George, you may commence." 

George. — " The" is an element in the sentence, 

Adjunct 

Primary 

Word 

Adjective 

Specifying 

Pure— and belongs to "ocean," according to 
Rul«; 7 : " Adjectives belong to nouns and prctnouns which 
they describe.''' 



88 EXERCISES IN PARSING. 



" troubled 1 ' is an element in the sentence. 

Adjunct 

Primary 

Word 

Adjective 

Verbal — and belongs to " ocean, 7 ' according 
to Enle 7 : u Adjectives belong to nouns and pronouns which 
they describe.'''' 

" ocean" is an element in the sentence, 

Principal element 

Subject 

Word 

Noun 

Common 

Third person 

Singular number 

Subjective case— to " feels," according to 
Rule 1 : " The subject of a sentence must be in the subjec- 
tive case.''' 
"Correct. 

" Richard, proceed." 

Kiohard. — " feels" is an element in the sentence, 

Principal element 

Predicate 

Verb - 

Indicative mood 

Present tense — and agrees with " ocean" in 
the third person, singular number, according to Rule 2 : 
"A verb must agree loith its subject in person and number. 11 

" his" is an element in the sentence, 

Adjunct 

Primary 

Word 

Adjective 



EXERCISES IN PARSING. 89 



Specifying 

Possessive — and belongs to "steps," accord- 
ing to Rule 7: t; Adjective* belong Pj nouns and pronouns 
tthich they describe." 

"Ellen." 

Ellen — "steps" is an element in the sentence, 
Principal part 
Object 
Word 
Is'oun 
Common 
Third person 
Plural number 
Objective case — the object of the action ex- 
pressed by "feels," according to Rule 3: "The object of 
an action or a relation must be in the objective case.'' 1 

"As he strides" is an element in the sentence. 
[Many hands are up.] 
" Caroline, what is there wrong in that? J ' 
Caroline. — Ellen did not repeat the whole of the ele- 
ment she was about to parse. 

Ellen — I see it, sir. There is but one element of the 
sentence remaining, and that includes all the remaining 
words. 

" As he strides from wave to wave" is an element in the 
sentence, 

Adjunct element 
Primary 
Sentence 
Adverbial 
Simple 

Intransitive— and beloners to "feels/' according 
to Rme 9 : '■'Adverbs belong to verbs, adjectives, and other 
adverbs which they modify.'' 1 



"Albert may analyze the auxiliary sentence." 

Albert. — a As he strides from wave to wave." 

Subject— "\\q," 

Predicate — " strides." 

Object — Not any. 

Adjunct of the subject — Not any. 

Adjuncts of the predicate — "from wave to wave." 

" Are the class satisfied with that analysis ?" 
[No hands are up.] 

" If the class offer no objections to that analysis, we will 
proceed." 

" Sarah, you may parse." 
Sarah. — " As" is an element in — 
" What sort of element — principal ? or adjunct ?" 
Sarah. — It is neither. It does not enter into the struc- 
ture of the sentence. It simply introduces the adjunct 
sentence, and indicates that it is an " Adverb of time." 
Hence " As" is an adverbial conjunction, introducing the 
sentence, u he strides from wave to wave," and connects 
it to the verb "feels," according to Rule 13 : ''''Conjunc- 
tions connect words and phrases, or introduce sentences." 
"he" is an element in the sentence, 
Principal element 
Subject 
Word 
Pronoun 
Personal 
Third person 
Singular number 

Subjective case— to «' strides "—Rule 1: " The 
subject of a sentence must be in the subjective case." 

"Lizzie, you may proceed — cautiously." 



EXERCISES IN PARSING. 91 



Lizzie. — "strides" is an clement in the sentence, 

Principal element 

Verb 

Indicative mood 

Present tense 

Third person 

Singular number — to agree with its subject, 
"he," according to Kule 2: "A verb in predicate muse 
agree with its suhject in person and number." 
"from wave to wave" is an element — 
" Is it an elemeut ; or arc there more elements than one ?" 
'Lizziv. — One element, consisting of a complex phrase. 
" Let us see. ' he strides' — whence /" 
Lizzie. — "from wave to wave." 
11 Once more. ' lie strides'— whither /" 
Lizzie. — I see it now, sir; "from wave" answers your 
former question ; "to wave" answers the latter question, 
"from wave" is an element of the sentence, 

Adjunct 

Primary 

PI i rase 

Adverbial 

Prepositional — and belongs to " strides," ac- 
cording to Kule 9 : " Adverbs belong to verbs, adjectives, and 
other adverbs which they modify.'''' 

"James, proceed." 

Jakes. — kt to wave" is an element in the sentence, 
Adjunct 
Primary 
Phrase 
Adverbial 

Prepositional — and belongs to "strides," ac- 
cording to Rule ( J : "Adverbs belong to verbs, adjectives, and 
other adverbs which they modify." 



92 EXERCISES IN PARSING. 



"You may parse the elements of the phrases." 
James. — " from" is an element in the phrase, 
Leader 

Preposition — shows a relation of " wave" to 
" strides," according to Rule 12: "A preposition shoivs 
a relation of its object to the word which its phrase qual- 
ifies.'"' 

" Willis." 

Willis. — " wave" is an element in the phrase, 
Subsequent 
Word 
Noun 
Common 
Third person 
Singular number 

Objective case — object of " from." "The object 
of an action or relation must be in the objective case. 11 
"to" is an element in the phrase, 
Leader 

Preposition — and shows a relation between 
"wave" and "wave," according [many hands are up] to 
Rule 13 : li A preposition shows a relation of its object to the 
word which its phrase qualifies." 

" That is a good rule, and yon have correctly given it. 
But let us test its application. Please tell us what is the 
object of that preposition ?" 
Willis. — " wave." 

" That is very true. Now yon may tell us what is the 
word which its phrase qualifies?" 
Willis. — Is it not u wave" — the other "wave?" 
" Let us see. c As he strides from wave' — what * wave V 
Does the phrase l to wave 7 tell what wave?" 

Willis. — I see my error, sir; " to" shows a relation of 
" strides" and " wave ;" for " A preposition shows a relation 



EXERCISES IX PARSING. 93 



of its ohjecf — " wave" — " to the wo?'d' y — "strides" — " ic/rich 
its phrase modifies." 

"All right. You may parse the last word." 
Willjs. — " Wave" is ail element in the phrase, 

Subsequent 

Word 

Noun 

Common 

Third person 

Singular number 

Objective case. 
"The object of an action or relation must be in the objective 
case." 



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R. Church Music. 17 



fSoaft,s 



of ^Devotion. 



iR jB T A. I L FH.IOES- 
Songs for the Sanctuary. Separate editions for Presbyteri- 
ans, Conoregationalists, and Baptists. 

Plain. Exfra. Sop. Ex. 

Hymns and Tunes $2 50 $4 50 $6 50 

Hymn and Tnnes, abridged* 150 3 50 550 

Hymns only 1 75 3 25 4 75 

Hymn only, large type 2 50 450 650 

Psalter, with Hymns and Tunes 3 00 5 00 7 00 

Psalter separate 1 25 — — 

Plymouth Collection, Congregational. 

Hymns and Tunes 250 4 50 650 

Hymns only. 32mo 1 25 2 CO 3 00 

Hymns only. 18mo.... 175 3 00 4 50 

Baptist Collection. 

Hymns and Tunes 2 50 4 50 6 50 

Episcopal Common Praise. 

Hymns and Tunes 2 75 5 00 7 50 

Hymns of the Church, Reformed Church. 

Hymns and Tunes 2 75 5 00 7 50 

Hymns only 188 3 50 5 CO 

Baptist Praise Book. 

Hymns and Tunes 2 50 4 50 6 50 

Hymns only . . . . (cheap ed., $ 75) ... 1 75 3 CO 4 50 

Chapel Edition, Hymns and Tunes. . . 1 25 2 00 3 25 

Ens copal Hymnal. 

Hymnal with Tunes 1 50 2 50 5 00 

Companion Hymnal 60 — — 

Hymns of Prayer and Praise. 

Hymn? and Tunes 75 — — 

Union Prayep.-Book. 

A Manual of Worship 2 50 4 50 6 50 

For the Choir. 

Mount Zion Collection. (T. E. Perkins.) 1 25 

Selah. (Thomas Hastings.). . , 1 50 

Cheever's Christian Melodies 1 CO 

Quartet and Chorus Choir. (Holbrook.) 3 00 

* Known as " Songs for Christian Worship." 



1 8 Library Books. R 

Wm f ntimtat Mm\ library. 

Retail. 

Osborne's Polar Regions $1 25 

Ida Norman : By Mrs. Lincoln Phelps 1 75 

Alison's History of Europe. Gould's edition 2 50 

Antisell's Cyclopedia of Useful Arts 3 00 

Bacon's Essays. Boyd's edition : 1 50 

Benedict's " Run Through Europe" 2 00 

Berard's History of England 1 75 

Boswell's Life of Johnson . . ._ 2 25 

Chadbourne on Natural History 75 

Chambers' " Treasury of Knowledge" 1 25 

Cheever's " Life in the Sandwich Islands" 1 50 

Clay's Life and Speeches— Mallory 4 50 

Colton's Public Economy of the United States 2 25 

Constitutions of the United States 2 50 

Cowper's Task, etc. Boyd's edition 160 

Curzon's " Monasteries of the East" 1 50 

De Tocqueville's " Democracy in America" . . 2 25 

Dickens' Schools and Schoolmasters 1 25 

Dwight's " Lives of the Signers " 1 50 

Dwight's Heathen Mythology (unabridged) 3 CO 

Everest's " Poets of Connecticut" 1 75 

Ganot's Popular Physics 1 75 

Garibaldi's Autobiography 1 50 

Great Western Cook-Book. 75 

Hand-Book of Practical Receipts 50 

Holland's " Son of a Genius" 75 

Huntington's Manual of Fine Arts 1 75 

Jarvis' Laws of Health 1 65 

Jerrman's St. Petersburg 1 00 

Lady Willoughby ; or, Life in the Seventeenth Century 1 00 



R Library Books. 19 

National Library— Continued. 

Retail. 

Layard's Babylon and Nineveh 1 75 

Mansfield's Political Manual 1 25 

Mansfield's Life of General Winfield Scott 1 75 

Mansfield's History of the Mexican War 1 50 

Marsh's Ecclesiastical History 2 00 

Mills' History of the Jews 1 75 

Milton's Paradise Lost. Boyd's edition 1 60 

Pollok's Course of Time. Do. do 1 GO 

Pope's Translation of the Iliad go 

Reese's Popular Zoology 1 50 

Reynolds' (Sir Joshua) Life and Writings on Art 1 50 

Ricord's " Kings, Empire, and Republic of Rome" 1 75 

Ripley's Cyclopedia of Literature and Fine Arts 3 00 

Sheldon's History of Michigan 1 75 

Shimeal's Bible Chronology. , 4 50 

Silliman's Yisit to Europe. 2 vols 3 00 

Stockwell's History of Liberia 1 35 

Stories of Prison Life 75 

Thirteen Months in the Rebel Army 75 

Thomson's Seasons. Boyd's edition 1 60 

Yon Tschudi's Travels in Peru 1 50 

Yon Tschudi's Peruvian Antiquities 1 50 

Walker's Rhyming Dictionary 1 25 

Watts on the Mind. Denman's edition 50 

Willard's Republic of America. 2 25 

Willard's History in Perspective 2 25 

Willard's Morals for the Young 75 

Williams' Topical Lexicon 1 75 

Wood's Class-Book of Botany 3 50 

Young's Night Thoughts. Boyd's edition 1 60 



Steel Pens. 



R 



THE NATIONAL SERIES 



Retail. 
SAMPLE GAUD OF AT J, KlNDS , $0 15 

(School Series.) 

National School Pen Per gross 60 

National Academic Pen do 63 

National Fine-pointed Pen do 70 

(Popular Series.) 
National Capitol Pen Per gross 1 00 

Do. do. do Per box of 2 doz 25 

National Bullion Pen, imitation of gold. . '. Per gross .... 75 

National Ladies' Pen do 63 

National Index Pen do 75 

(Business Series.) 

National Albata Pen — Per gross 40 

National Bank Pen do 70 

National Empire Pen do 70 

National Commercial Pen do 60 

National Express Pen do 75 

National Falcon Pen do 70 

National Elastic Pen do 75 



STIMPSON'S PATENT. 

Penman's Card (12 pens and holder) 50 

Stimpson's Scientific Steel Pens Per gross .... 2 00 

Stimpson's Ink-Retaining Pen-Holder Per doz 2 00 



Stimpson's Scientific Gold Pen each. . . . 3 00 

Do., with fine Ink-Retainer " 4 50 



School Furniture. 



The Rational School Furniture Manufacturing Co, 

Has its office with A. S. Babies & Co., Ill William Street, 
New York, and Branches at all A. S. B. & Co.'s depositories. 

IT OFFERS 

TtJE PEpD P4TENT DESK pD SEnEE. 

This perfected school furniture realizes the highest ideal of 
convenience and economy. The desk, as well as the seat, folds 
back on pivots. The school-room can be in a moment trans- 
formed into a lecture-room, or, when all folded, each desk occu- 
pies only ten inches of space, and leaves broad aisles between, 
which every teacher and janitor knows how to appreciate. The 
Peard desk has also many minor advantages, more fully set forth 
in the circular of the Manufacturing Co. It combines more de- 
sirable qualities than any other desk in the market, and is sold, 
nevertheless, at the following very low rates : 

No. 1. High School Desk and Settee for Two. 
" No. 2. Grammar School, do. 
No. 3. Intermediate, do. 

No. 4. Primary, do. 

No. 5. Second Primarv, do. 



.. e~ 50 


.. 7 25 


.-. 7 00 


.. 6 25 


.. 6 00 



The Peard Combined Desk and Settee was awarded the 
Prize over aSL competitors at the Fair of the American Institute 
for 1870. 

The National School Furniture Manufacturing Co. also manu- 
factures all the regular varieties of School and Church Furniture 
at the lowest rates. 



Popular Text-Books, 



THE NATIONAL SERIES. 



THEIR MERITS AND SUCCESS. 



The lower numbers of the 

NATIONAL READERS 

are remarkable for the " word-building system," the high order 
of the illustrations, and the interesting but strictly progressive 
character of the reading lessons. The higher volumes challenge 
comparison on account of their elocutionary treatises and the 
noble range of se]ection from standard literature. 

DAVIES' MATHEMATICS 

are justly called the National Standard. They are used in the 
great National Schools at Annapolis and West Point, in the 
Public Schools of the National Capital, have received the quasi 
endorsement of the National Congress, and are sold more largely 
and are more popular in every section of the national boundary 
than any other series. 

THE "DIAGRAM SYSTEM" OF ENG. GRAMMAR 

(Clark's) will eventually supersede all others. No other system 
makes the study so pre-eminently interesting. Its principal pe- 
culiarity is the device for confirming oral and written instruction 
in the parts of speech, their relations, etc., by appeals to the eye 
and the faculty of order or arrangement. 

E9NTEITH & McNALLY'S GEOGRAPHIES 

have been omcially adopted for the following States : Alabama, 
Vermont, Minnesota, Texas, Missouri, Virginia, Tennessee, 
Kansas, Iowa, Delaware, Nebraska, California, Mississippi. 

BARNES' BRIEF HISTORIES, 

inaugurated by the publication of a Brief United States History, 
text complete in 290 pages ; yet not composed of bare statistics, 
but charmingly interesting, upon the principle that only that 
which is commonly remembered from the bulky works in use 
should be retained in a text-book. 



Popular Text- Books. 23 



STEELE'S "FOURTEEN WEEKS" 

in each science are very popular on account of the brief hut 
intensely interesting and practical presentation of the subjects. 

WORMAN'S GERMAN GRAMMARS, 

the first volumes of a complete " course for the modern lan- 
guages," were endorsed and adopted by more than one hundred 
of the best, largest, and most influential institutions in the coun- 
try within a few months after their first issue. 

JARVIS' PHYSIOLOGY 

is the first book to make abstract Anatomy subordinate to the 
practical aspects of the subject, viz., the inculcation of the 
" Laws of Health." 

PUJOL'S COMPLETE FRENCH CLASS-BOOK 

combines in one portable and cheap volume, Grammar (theory 
and practice on opposite pages), Conversation, Composition, the 
choicest Literature of the language, and a complete Lexicon. 

CHAMPLIN'S POLITICAL ECONOMY 

is a condensed presentation of the subject, to make it accessible 
to all schools, with recent views of finance, etc. 

SEARING'S VIRGIL'S AENEID 

contains a Map, Illustrations, Notes, References, Fac-Simile of 
an ancient MS., Questions, Metrical Index, and Lexicon— all for 
$2.25 retail. 

WOOD'S BOTANIES 

are used more extensively than all others combined. 

WILLARD'S U. S. HISTORY 

has passed through three hundred editions. 

PECK'S GANOT'S NATURAL PHILOSOPHY 

ha-s tiie most superb system of illustration ever embraced in a 
school-book. 



OF 

Standard ||chool-§ooks 

Embraces about Three Hundred Volumes of Standard Educa- 
tional Works, composing the most complete and uniformly- 
meritorious collection of text-books ever published by a single 
firm. 

The Series is complete, covering every variety and grade of 
science and literature, from the Primer which guides the lisping 
tongue of the infant, to the abstruse and difficult " West Point 
Course. 1 ' 

The Series is uniformly excellent. Each volume, among so 
many, maintains its own standard of merit, and assists, in its 
place, to round the perfect whole. 

The Series is known and popularly used in every Section of the 
United States, and by every class of citizens, representing all 
shades of political opinion and religious belief. 

Who would know more of this unrivaled Series should consult 
for details one or all of the following: 

is regularly published at 111 and 113 William Street, New York. 
SUBSCRIPTION, 10 CENTS. 

mu imtttfl ittlfctfo. 

The numbers for 1866 to 1869 complete, bound in one hand- 
some volume. 

BY MAIL, POST-PAID, 25 CENTS. 

Mt §tmiytivt (Eatatope. 

Detailed description of each volume of the " National Series." 
FREE TO TEACHERS. 

Address A. S. BARNES & CO., 

PublisJiers, New YorTc. 



